Hello all! Welcome to another exciting year. This page will have all of the class assignments for the year as well as links to webpages, videos, and all other types of media and information that we will use for class this year. If you are ever wondering what's coming up next, what what we're doing now, or what we did in the past, this is the place to go.
Unit 1: Identity
Week One: About Me
Task 1 (in class): Think about your life. Choose one event, good or bad, that you remember as being very important in your life. Brainstorm feelings, thoughts, and any words that come to your mind when you think about this event. Write one page about this event.
Task 2 (take home): Family tree. Fill out the family tree. If you can not fill out the family tree on you own, ask your parents to help you.
HW for Friday 23rd Aug: 1. Finish typing "My Experience" paper onto Google Docs, share document with Mr. Ryan and Ms. Laura. 2. Fill out Family Tree.
Friday Aug 23rd: In Class: Finishing typing up our "Experience" papers and writing "Feedback" for our partners.
WEEK 3 CLASS HW Due Tuesday Aug 26th: Finish writing your "Feedback" on your partners Experience paper. Also, finish your Family Tree if you have not done so already.
HW due Wednesday Aug 27th: Put your writing into an ibook. Due beginning of class. Be ready to present to the class.
WEEK 3
WHAT IS A VINE? IN CLASS: AN "ABOUT ME" VINE. 6 SECOND VIDEO IN ANY FORMAT YOU DESIRE TELLING ANYTHING ABOUT YOU THAT YOU WANT TO SHARE WITH THE WORLD
HW due Monday September 2: Your completed 6 second video about yourself- your "vine." We will have a screening in class of everyone's completed vines.
Homework Vine Reflection Due Thursday Sept. 5th:
1. What did you like about your vine?
2. What didn't you like about your vine?
3. If you did a vine again, what would you do differently? Why?
4. What did you learn from this activity?
5. Which vine did you like the best? Why?
Unit 1 Part 3
Biographies... Learning about a person. Reading "Who was William Shakespeare?"
HW due Wednesday Sept. 11th
List the definitions on the page 4 of "Who was Shakespeare?"
amazement
birthplace
cold-blooded
dawn
eyeball
fashionable
generous
ill-tempered
jaded
love letter
majestic
outgrow
puppy dog
quarrelsome
rascally
schoolboy
tranquil
useful
vulnerable
well-behaved
yelping
zany
IN CLASS WRITING TASK Sept 10th: On page 11, it says "This was the world that William Shakespeare was born into."
1. What was the world like that Will was born into?
2. Would you like to live in this world? Why?
150 words
SEPTEMBER 11TH, IN CLASS:
1. Reflection Feedback: Look at "vine" feedback. We will be doing another vine next term so you will have a chance to show how much you learned and use new ideas you thought of in your reflections. Overall, some really good reflections!
2. Who was William Shakespeare? Chapter 2, 3.
HOMEWORK Due Sept 13th: Choose five words from Chapters 2 and 3. Given the definitions and use them in a sentence.
Vocabulary Short Stories, Final Draft due Sept. 27th.
Reading Comprehension Questions Directions In groups of three, discuss the questions listed below for Chapter 4. Use the book as a resource to refresh your memory if you have not already read the chapter. After you talk about each question, you will then write the answer in your own words in a Google doc. Be sure to write complete, descriptive answers in full sentences. Share this document with me. Read chapter 5 as a group and answer the questions in the same fashion. Chapter 4 Questions
1. What was William more famous for, his acting or writing?
2. What was the Spanish Armada?
3. What did William write about that most other playwrights at the time did not? Why do you think this was successful?
4. Why was Richard III one of Will’s first great characters?
5. How were woman treated in England during the 1500s? Do you think William agreed with this? Using support from the book, explain why or why not.
Chapter 5 Questions
1. What was the bubonic plague? How did it impact William’s life?
2. The Earl of Southampton became William’s patron. Using information from the text, what do you think a patron is? Why
3. What is a sonnet?
4. During the 1500s in England, do you think it was more prestigious to be playwright or a poet? Why?
CHECKLIST (Read this in conjunction with the Task Specific Rubric)
Autobiography Checklist
Length: Depending on Phase: 900- 1500 words (3-5 pages)
DUE MIDNIGHT FRIDAY OCTOBER 25TH
1. My autobiography has a clear structure. It has an introduction, a sequence of events, and a resolution. 2. My autobiography is detailed. It includes names, dates, and other specifics that give a clear picture the story I am telling. 3. My autobiography includes events that I was not directly involved in. Just like in “Who was William Shakespeare?” my biography includes events that happened while I was growing up. (For example, in the book, events like the invasion of the Spanish Armada, the plague, and information about Queen Elizabeth is not directly related to Shakespeare but helps us understand what kind of world he lived in.) 4. My autobiography uses proper English conventions. My grammar, spelling, and syntax are appropriate. 5. My autobiography is interesting. I have included events and details that I find interesting and have helped the reader understand why I have included such events. 6. Just like in a real autobiography, my autobiography has been proofread by me and at least one other person so that mistakes in grammar, spelling, etc. have been fixed and my writing is suitable to submit for an academic setting.
UNIT 2 EMPATHY- THE CAY
HW Due October 30th: Finish the in-class Visual Interpretation Task
* definition can be found in the book on the page listed
Week 3: Emotions
Go to this site and follow the instructions to test your ability to read people's emotions. Write a reflection of 300 words on the results and the test itself. At the top or bottom of your reflection, write the words you didn't know in the test with their definition.
Story Context Research Assignment: This goal of this assignment is to gain greater understanding of the setting and historical context of "The Cay." Things to consider when doing your research:
1. Where is the story happening?
2. Why is it happening there?
3. What is going on in the outside world?
4. When is the story happening? Why is that important?
5. What is the location like where the story is taking place?
6. What is the connection between where this story takes place and other countries around the world?
7. Find three interesting facts related to this story and describe them for your audience.
Working in pairs, use the class time given to do the research. When you are finished your research type a short 1 and a half page (about 450 words) expository essay about your research.
Week 4 November 11th-15th
This weekend you will experiment with empathy. You will eat a meal (breakfast, lunch, or dinner) blindfolded. You must cover your eyes with something so that you CAN NOT SEE. With the help of a family member or friend, you will eat your entire meal without the assistance of sight. Afterwards, you will write a blog post that includes the following things:
A photo of you doing the experiment (have your family member or friend take it for you)
Answers to the 5 following questions:
How did it feel not being able to see?
Did you need a lot of help from your friend/family, or do you think you could have done it all by yourself?
How do you think Phillip felt on the boat and island, being completely dependent on a stranger, someone he did not know or necessarily like?
When does Timothy show empathy to Phillip? Find at least one example. Write down the passage and page number, and explain how the action or words show empathy.
Why is empathy important? What would the world be like without empathy?
WHEN YOU ARE FINISHED, COPY THE WHOLE THING, PUT IT IN A GOOGLE DOC AND PUT IT IN YOUR CLASS FOLDER. TITLE THE PAPER "BLIND MEAL_NAME"
Dilla - Cindy – Aaron - Houster Do Hun – Melvin – Jeremy - Tiger Hye Jin – Savira – Kwon – Rendy W Na Yeon - So Jeong – Richard – Chea Wa – Rendy G
CHECKLIST AND STAGES:
Individual Brainstorming
Collaborative Planning
Points
Counterpoints
Counter-Counterpoints
Final Lists
Introductory Statement (Opening Statement)
Closing Argument (Summary of arguments)
HOMEWORK:Reflection Due November 27th
Instructions: Write a reflection on your debate. Include the following points (300 word minimum):
What did you like about the debate?
What do you think you did well as an individual?
What do you think you did well as a group?
What could you have done better as an individual?
What do you think you could have done better as a group?
What do you think you learned from doing this debate?
Important: Print out this reflection and turn in a hard copy to me. -------------------------------------
*SEMESTER 1 FINAL ASSIGNMENT: NOVEL STUDY PAPER, Empathy*
DUE: THURSDAY DECEMBER 12th
Please explain your position in 1800-2100 6-7 pages. Instructions: Pick one of the three prompts: 1. Do you think a person can ever be truly empathetic? 2. Did you see racism in the book "The Cay?" To what level did you experience racism in this book? Are there levels of racism? Or is a racist simply a racist? Did you experience racism from Phillip to Timothy? What about from Timothy to Phillip? 3. How would you have reacted if you found yourself in the situation Phillip found himself in in "The Cay." What do you think would have been the hardest challenges for you in this situation?
IMPORTANT: In all essays be sure to reference specific passages or events in the book with the page number to support your point. Your paper should include a MINIMUM of 3 references to the book, but 5-7 or more references would be needed for a stronger essay.
ALL PAPERS NEED TO BE TURNED IN AS A HARD COPY AND AS AN ELECTRONIC COPY IN YOUR FOLDER IN GOOGLE DRIVE!!!
CHECKLIST:
My paper has an introduction, body paragraphs, and a conclusion
My paper has a thesis in which I tell the reader what my main argument is
My paper has a logical structure to it. There is a logical progression from one point to another.
My paper addresses one of the prompts above comprehensively and systematically,
My paper has a MINIMUM of 3 references to "The Cay" text and 5-7 references for an exemplary paper.
My paper includes critical, independent, and original thought.
My paper includes many of my own ideas and arguments that are supported by logic, reason, or examples from the text.
My paper has been edited for spelling, grammar, and usage errors.
This are the rhyming schemes we will be studying in part 1 of our poetry unit.
ALTERNATE RHYME: ABAB CDCD EFEF...
SIMPLE 4 LINE: ABCB
ENCLOSED RHYME: ABBA
SONNET: ABAB CDCD EFEF GG
LIMERICK: AABBA
COUPLET: AABBCCDD...
FROST: ABAAB
HOMEWORK DUE WEDNESDAY, FEBRUARY 11TH:
Instructions: Finish your ballad (40 lines) and bring a rough draft to class as well as 3 copies to work with it in a group.
Your ballad should include the following:
Setting
Characters
Problem (Conflict) (can be a good or bad problem)
Events
Resolution
Wednesday in-class: We will work on edits, changes, and generally preparing your poem for it's final draft version.
HOMEWORK TUESDAY FEB 18:
Find a Sonnet that interests you and write a 300 word analysis on the following:
Rhyme (focus on any interesting rhymes you might come across).
Rhythm (the rhythm should be fairly consistent as they are all sonnets but identify anything about the rhythm you find interesting).
Repetition (is there repetition? why is the author using it?)
Imagery
Metaphor
Vocabulary (what vocabulary is new? what do you like? how might this vocabulary influence you?)
HOMEWORK FOR TUESDAY MARCH 4: 150 words x3
Find 3 haikus that interest you and write 150 words on each. In your analysis, talk about why you chose this haiku, what you think the meaning is, and anything else about the poems that you find relevant or interesting. Imagery should be a key concept to focus on when doing the analysis.
*
FINAL ASSIGNMENT- POETRY PORTFOLIO DUE MONDAY FEBRUARY 17TH (Beginning of class)
COLLECT ALL YOUR POEMS FROM THE TERM AND PUT THEM TOGETHER IN A PORTFOLIO. YOUR PORTFOLIO SHOUD INCLUDE THE FOLLOWING:
1. Originalpoems from the following poetic genres.
Sonnet (2)
Simple 4 Line (2)
Haiku (minimum 7)
Limerick (minimum 7)
Ballad (2, must tell a story)
Free Verse (4)
2. A reflection of 250 words on each of the 6 poetic genres (total 1500 words) what did you like about it? What did you not like about it? Did the structure help you write or hinder your writing? What about the rhyme scheme? The rhythm? Did certain poetic forms make it easer or more difficult to express yourself? Any other thoughts or feelings on the poetic form.
Have your portfolio printed, double-sided, and ready to turn in on Monday at the start of class.
UNIT 4 READING AND WRITING PLAYS
Directions: In this unit we will be reading "Dracula" and other shorter plays. We will look at how narrative moves through dialogue, how to express emotion through reading, and how to construct an original theatrical play.
Week 1-2: Short Plays
Reading short plays. The book "DramaScripts" which contains a selection of excerpts from famous plays will be read and discussed in class.
Week 3-6: Dracula
Reading and eventual acting out of Bram Stoker's "Dracula" adapted for the theater.
Week 6-9 Writing
During this period, students will create their own original play with an original cast of characters, setting, problem and resolution. A select number of plays will be performed by the students.
Summative Assessment:
The summative assessment for this unit will be the construction of an original written play by each of the students. Two to three of the student written plays will be selected for the class to act out.
Mr. Ryan's 9th Grade English Page
Hello all! Welcome to another exciting year. This page will have all of the class assignments for the year as well as links to webpages, videos, and all other types of media and information that we will use for class this year. If you are ever wondering what's coming up next, what what we're doing now, or what we did in the past, this is the place to go.
Unit 1: Identity
Week One: About Me
Task 1 (in class): Think about your life. Choose one event, good or bad, that you remember as being very important in your life. Brainstorm feelings, thoughts, and any words that come to your mind when you think about this event. Write one page about this event.
Task 2 (take home): Family tree. Fill out the family tree. If you can not fill out the family tree on you own, ask your parents to help you.
HW for Friday 23rd Aug: 1. Finish typing "My Experience" paper onto Google Docs, share document with Mr. Ryan and Ms. Laura. 2. Fill out Family Tree.
Friday Aug 23rd: In Class: Finishing typing up our "Experience" papers and writing "Feedback" for our partners.
WEEK 3 CLASS
HW Due Tuesday Aug 26th: Finish writing your "Feedback" on your partners Experience paper. Also, finish your Family Tree if you have not done so already.
HW due Wednesday Aug 27th: Put your writing into an ibook. Due beginning of class. Be ready to present to the class.
WEEK 3
WHAT IS A VINE? IN CLASS: AN "ABOUT ME" VINE. 6 SECOND VIDEO IN ANY FORMAT YOU DESIRE TELLING ANYTHING ABOUT YOU THAT YOU WANT TO SHARE WITH THE WORLD
HW for Aug 29th: Come up with ideas of what to do for your vine. What are you going to do? How are you going to do it?
https://blog.twitter.com/2013/vine-new-way-share-video
Week 4
HW due Monday September 2: Your completed 6 second video about yourself- your "vine." We will have a screening in class of everyone's completed vines.Homework Vine Reflection Due Thursday Sept. 5th:
1. What did you like about your vine?
2. What didn't you like about your vine?
3. If you did a vine again, what would you do differently? Why?
4. What did you learn from this activity?
5. Which vine did you like the best? Why?
Unit 1 Part 3
Biographies... Learning about a person. Reading "Who was William Shakespeare?"
HW due Wednesday Sept. 11th
List the definitions on the page 4 of "Who was Shakespeare?"amazement
birthplace
cold-blooded
dawn
eyeball
fashionable
generous
ill-tempered
jaded
love letter
majestic
outgrow
puppy dog
quarrelsome
rascally
schoolboy
tranquil
useful
vulnerable
well-behaved
yelping
zany
IN CLASS WRITING TASK Sept 10th: On page 11, it says "This was the world that William Shakespeare was born into."
1. What was the world like that Will was born into?
2. Would you like to live in this world? Why?
150 words
SEPTEMBER 11TH, IN CLASS:
1. Reflection Feedback: Look at "vine" feedback. We will be doing another vine next term so you will have a chance to show how much you learned and use new ideas you thought of in your reflections. Overall, some really good reflections!
2. Who was William Shakespeare? Chapter 2, 3.
HOMEWORK Due Sept 13th: Choose five words from Chapters 2 and 3. Given the definitions and use them in a sentence.
Vocabulary Short Stories, Final Draft due Sept. 27th.
Reading Comprehension Questions
Directions
In groups of three, discuss the questions listed below for Chapter 4.
Use the book as a resource to refresh your memory if you have not already read the chapter.
After you talk about each question, you will then write the answer in your own words in a Google doc. Be sure to write complete, descriptive answers in full sentences. Share this document with me.
Read chapter 5 as a group and answer the questions in the same fashion.
Chapter 4 Questions
1. What was William more famous for, his acting or writing?
2. What was the Spanish Armada?
3. What did William write about that most other playwrights at the time did not? Why do you think this was successful?
4. Why was Richard III one of Will’s first great characters?
5. How were woman treated in England during the 1500s? Do you think William agreed with this? Using support from the book, explain why or why not.
Chapter 5 Questions
1. What was the bubonic plague? How did it impact William’s life?
2. The Earl of Southampton became William’s patron. Using information from the text, what do you think a patron is? Why
3. What is a sonnet?
4. During the 1500s in England, do you think it was more prestigious to be playwright or a poet? Why?
Autobiography Assignment
END OF UNIT ASSIGNMENTTask Specific Rubric
CHECKLIST (Read this in conjunction with the Task Specific Rubric)
Autobiography Checklist
Length: Depending on Phase: 900- 1500 words (3-5 pages)
DUE MIDNIGHT FRIDAY OCTOBER 25TH
1. My autobiography has a clear structure. It has an introduction, a sequence of events, and a resolution.2. My autobiography is detailed. It includes names, dates, and other specifics that give a clear picture the story I am telling.
3. My autobiography includes events that I was not directly involved in. Just like in “Who was William Shakespeare?” my biography includes events that happened while I was growing up. (For example, in the book, events like the invasion of the Spanish Armada, the plague, and information about Queen Elizabeth is not directly related to Shakespeare but helps us understand what kind of world he lived in.)
4. My autobiography uses proper English conventions. My grammar, spelling, and syntax are appropriate.
5. My autobiography is interesting. I have included events and details that I find interesting and have helped the reader understand why I have included such events.
6. Just like in a real autobiography, my autobiography has been proofread by me and at least one other person so that mistakes in grammar, spelling, etc. have been fixed and my writing is suitable to submit for an academic setting.
UNIT 2 EMPATHY- THE CAY
HW Due October 30th: Finish the in-class Visual Interpretation Task
The Cay Vocabulary List
Chapter 1-2 Vocabulary
refinery (10)
veerboats (12) *
production (14)
aviation (14)
schooner (20)
quivered (22)
disheartened (23)
boarded (25)
Chapter 3-4 vocabulary
shuddering (28)
steward (29)
sextant (29) *
alabaster (31)
aircraft (42)
Chapter 5-6 vocabulary
drone (48)
harassment (54)
tide (54)
Chapter 7-8 vocabulary
langosta (58) *
discouraged (58)
navigation (61)
reef (65)
native (62)
Chapter 9-10 vocabulary
reeve (71)
catchment (73)
trough (73)
mocki jumbi (75) *
pompano (76) *
rancid (77)
Chapter 11-12 vocabulary
submerged (80)
independent (81)
conniving (83)
salvaged (83)
malaria (88)
Chapter 13-15 vocabulary
sensation (93)
lurking (94)
crevices (94)
hurricane (102)
sparingly (103)
unbearable (104)
rustling (106)
burrowed (108)
bound (111)
Chapter 16-17 vocabulary
groped (113)
eulogy
debris (114)
accomplished (117)
courage (121)
earnest (122)
flailing (123)
Chapter 18-19 vocabulary
lapping (125)
drone (125)
series (128)
cellophane (129)
sulphur (129)
flared (130)
thrashing (133)
badgering (134)
priority (134)
charter (137)
* definition can be found in the book on the page listed
Week 3: Emotions
Go to this site and follow the instructions to test your ability to read people's emotions. Write a reflection of 300 words on the results and the test itself. At the top or bottom of your reflection, write the words you didn't know in the test with their definition.
http://well.blogs.nytimes.com/2013/10/03/well-quiz-the-mind-behind-the-eyes/or
http://greatergood.berkeley.edu/ei_quiz/
Story Context Research Assignment: This goal of this assignment is to gain greater understanding of the setting and historical context of "The Cay." Things to consider when doing your research:
1. Where is the story happening?2. Why is it happening there?
3. What is going on in the outside world?
4. When is the story happening? Why is that important?
5. What is the location like where the story is taking place?
6. What is the connection between where this story takes place and other countries around the world?
7. Find three interesting facts related to this story and describe them for your audience.
Working in pairs, use the class time given to do the research. When you are finished your research type a short 1 and a half page (about 450 words) expository essay about your research.
Week 4 November 11th-15th
This weekend you will experiment with empathy. You will eat a meal (breakfast, lunch, or dinner) blindfolded. You must cover your eyes with something so that you CAN NOT SEE.
With the help of a family member or friend, you will eat your entire meal without the assistance of sight.
Afterwards, you will write a blog post that includes the following things:
WHEN YOU ARE FINISHED, COPY THE WHOLE THING, PUT IT IN A GOOGLE DOC AND PUT IT IN YOUR CLASS FOLDER. TITLE THE PAPER "BLIND MEAL_NAME"
*DUE MONDAY NOVEMBER 18th*
---------------------------------------------------------------
Week 5 November 18th-22nd
SENSORY DEBATE:
Look at the following websites to give you some tips and a general overview on how to debate:http://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm
http://www.actdu.org.au/archives/actein_site/basicskills.html
Dilla - Cindy – Aaron - Houster
Do Hun – Melvin – Jeremy - Tiger
Hye Jin – Savira – Kwon – Rendy W
Na Yeon - So Jeong – Richard – Chea Wa – Rendy G
CHECKLIST AND STAGES:
HOMEWORK: Reflection Due November 27th
Instructions: Write a reflection on your debate. Include the following points (300 word minimum):
Important: Print out this reflection and turn in a hard copy to me.
-------------------------------------
*SEMESTER 1 FINAL ASSIGNMENT: NOVEL STUDY PAPER, Empathy*
DUE: THURSDAY DECEMBER 12th
Please explain your position in 1800-2100 6-7 pages.Instructions: Pick one of the three prompts:
1. Do you think a person can ever be truly empathetic?
2. Did you see racism in the book "The Cay?" To what level did you experience racism in this book? Are there levels of racism? Or is a racist simply a racist? Did you experience racism from Phillip to Timothy? What about from Timothy to Phillip?
3. How would you have reacted if you found yourself in the situation Phillip found himself in in "The Cay." What do you think would have been the hardest challenges for you in this situation?
IMPORTANT: In all essays be sure to reference specific passages or events in the book with the page number to support your point. Your paper should include a MINIMUM of 3 references to the book, but 5-7 or more references would be needed for a stronger essay.
ALL PAPERS NEED TO BE TURNED IN AS A HARD COPY AND AS AN ELECTRONIC COPY IN YOUR FOLDER IN GOOGLE DRIVE!!!
CHECKLIST:
WEBSITE FOR CITING:
https://owl.english.purdue.edu/owl/resource/747/08/
UNIT 3 POETRY
FIRST ASSIGNMENT: Grade 9 Poetry Introduction and Research
Rhyming Schemes
This are the rhyming schemes we will be studying in part 1 of our poetry unit.HOMEWORK DUE WEDNESDAY, FEBRUARY 11TH:
Instructions: Finish your ballad (40 lines) and bring a rough draft to class as well as 3 copies to work with it in a group.Your ballad should include the following:
Wednesday in-class: We will work on edits, changes, and generally preparing your poem for it's final draft version.
HOMEWORK TUESDAY FEB 18:
Find a Sonnet that interests you and write a 300 word analysis on the following:Rhyme (focus on any interesting rhymes you might come across).
Rhythm (the rhythm should be fairly consistent as they are all sonnets but identify anything about the rhythm you find interesting).
Repetition (is there repetition? why is the author using it?)
Imagery
Metaphor
Vocabulary (what vocabulary is new? what do you like? how might this vocabulary influence you?)
HOMEWORK FOR TUESDAY MARCH 4: 150 words x3
Find 3 haikus that interest you and write 150 words on each. In your analysis, talk about why you chose this haiku, what you think the meaning is, and anything else about the poems that you find relevant or interesting. Imagery should be a key concept to focus on when doing the analysis.*
FINAL ASSIGNMENT- POETRY PORTFOLIO DUE MONDAY FEBRUARY 17TH (Beginning of class)
COLLECT ALL YOUR POEMS FROM THE TERM AND PUT THEM TOGETHER IN A PORTFOLIO. YOUR PORTFOLIO SHOUD INCLUDE THE FOLLOWING:1. Original poems from the following poetic genres.
2. A reflection of 250 words on each of the 6 poetic genres (total 1500 words) what did you like about it? What did you not like about it? Did the structure help you write or hinder your writing? What about the rhyme scheme? The rhythm? Did certain poetic forms make it easer or more difficult to express yourself? Any other thoughts or feelings on the poetic form.
Have your portfolio printed, double-sided, and ready to turn in on Monday at the start of class.
UNIT 4 READING AND WRITING PLAYS
Directions: In this unit we will be reading "Dracula" and other shorter plays. We will look at how narrative moves through dialogue, how to express emotion through reading, and how to construct an original theatrical play.
Week 1-2: Short Plays
Reading short plays. The book "DramaScripts" which contains a selection of excerpts from famous plays will be read and discussed in class.Week 3-6: Dracula
Reading and eventual acting out of Bram Stoker's "Dracula" adapted for the theater.Week 6-9 Writing
During this period, students will create their own original play with an original cast of characters, setting, problem and resolution. A select number of plays will be performed by the students.Summative Assessment:
The summative assessment for this unit will be the construction of an original written play by each of the students. Two to three of the student written plays will be selected for the class to act out.